Little in Cosson and Therefore the Vietnamese Learner of English Will Have Great Difficulty with Pronunciation

tOCUMENT RESUME

ED 135 244 PI 008 412

TITLE English Pronunciation Exercises for Speakers of Vietnamese. Adult Education Series No. 7. Indochinese Refugee Education Guides. INSTITUTION Center for Applied Linguistics, Arlington, Va. PUB DATE 77 NOTE 52p. AVAILABLE PROM National Indochinese Clearinghouse, Center for Applied Linguistics, 1611 N. Kent Street, Arlington, Virginia 22209 (free)

EVES PRICE MP-$0.83 FIC-$3.50 Plus Postage. DESCRIPTORS Adult Education; Adult Students; Contrastive linguistics; *English (Second Language); *Indochinese; Instructional Materials; Interference (Language Learning); *Language Instruction; *Learning Difficulties; *Pronunciation; Pronunciation Instruction; Refugees; Second Language Learning; Teaching Guides; Teaching Methods; Tome Languages; *Vietnamese

ABSTRACT The sound systems of Vietnamese and English have very little in cosson and therefore the Vietnamese learner of English will have great difficulty with pronunciation. This guide points out the specific problem areas and gives pronunciation exercises to deal with each problem. Twenty-eight pronunciation lessons are included, preceded by two prototype lessons. Bach lesson is-divided into three parts:(1) the pronunciation drill itsclf; (2) laniuge notes, an explanation of the linguistic problem involved; and (3) teaching notes, suggestions for teaching strategies. The lessons are arranged, for the most part, iv order of decreasing difficulty. The brief bibliography is a sa'd.pling of useful pronunciation materials for the BSL (English as a Second Language) teacher. (CFM)

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#7 'ADUL1 EDUCATION SERIES: English Pronunciation Exercises for Sveakers of Vietnamese

INTRODUCTION

The Problems

It is vitally important to teach pronunciation in the ESLclass, and it is especially so for Indochinese students. Understandable pronunciation is absolutely essential to Someonewho lives in an English-speaking environment. A sentence can be pretty badly mangled grammatically and still be understandable if it ispronounced well z WiEt enough, and, conversely, the most flawlessly constructedsentence W4W WW"W2m can't be 'OL.J3z mu.14,tu_ku.n.tetwon't do its speaker a bit of good if his pronunciation - 24001- 4.14>uoZunderstood. X0.32 grIZN teriO.J0 Pronunciation problems can almost always be traced todifferences 004 between the language the student speaks and the onehe is trying to . .WZ PrI,U .z kunotut i"glifiA learn. By and large, the more points the two languageshave in common the less trouble the student will have. The sound systems of Vietnamese and English have very little in common; as a consequence,the Vietnamese learner of En lish will have a terrible time withwonunciation.1 In comparing the sound systems of Vietnamese andEnglish, we are concerned with three groups of sounds: first, those which occur in

411.4'46 similar positions in both languages; second, ,those which occurin English but not in Vietnamese; and third, those soundswhich occur in CZ) both languages but are used differently. An example of the first group of sounds, those which occur in similar positions,in bothlanguages would be the 1 in lane and the r in rain- bothEnglish and Vietnamese have words which contain 1 and r in initial position. The student will

1 2 have no trouble either recognizing or pronouncing these words. On the other hand, the Vietnamese student of English will have trouble hearing the difference between tank and thank, and learning how to pronounce thank, because the th does not exist in Vietnamese. Finally the Vietnamese learner of English will also have difficulties with a word like love.Although v exists in Vietnamese, it patterns differently than in English, i.e., a final v will probably be mistaken for b or because Vietnamese has relatively few consonants in final position. Remember, we are concerned with sounds and not letters. The Vietnamese writing system is a modified Roman alphabet, and while the letters may be the same in both Vietnamese and English, the sounds they represent will almost always be different. (For a fuller description of the Vietnamese sound system as contrasted with the sounds of English see Indochinese Refugee Education Guide #6 of the General Information Series: Teaching En;_aish Pronunciation to Vietnamese.)

Providing Pronunciation Models and Lessons A major goal of the ESL teacher is to make sure his or her students master the sounds and rhythm patterns of English. The supplementary drills which follow will provide specific exercises to help students hear and/or produce those English sounds which will probably cause problema for them. Since the students learn to pronounce English through imitation, it is extremely important that a native speaker of English (or someone with native fluency) serve as a model. Teachers must.keep in mind that pronunciation is a multi-faceted activity. students must be able to hear sounds before they caR produce them. For this reason, the student must be taught first to recognize a new sound and then to produce it. In _producing new sounds, the student must be able to control certain musclesand mouth parts and make them uork in ways he is often not accustomed to. For example, since th as in 'think' or th in 'that' does not exist in Vietnamese, it will be necessary to teach the student to put his tongue between his teeth to produce these sounds.

2 3 Learning to speak a foreign language involves not only hearing and producing individual sounds, but also the intonation and rhythm patterns into which these sounds are grouped. For a speaker of Vietnamese this is especially important. Vietnamese, like Chinese, is a tone language: every word has associated with it a particular "tone of voice"; if a speaker does not pronounce the correct tone for a word, he either mispronounces the word, or pronounces another word entirely. For example, the Vietnamese word ma has six different meanings. Depending on the tone with which it is pronounced, ma can mean ghost, mother, rice-seedling, horse, which or that, or grave. English has "tones", too, (called intonation patterns), but they are associated with whole sentences, and not with single words. Intona- tion carries meaning as in the difference between the statement "He's going to the party." and the question "He's going to the party?" Vietnamese students of English must be taught to associate tones with sentences, and not words, and they must be taught the important intonation patterns directly. The major intonation patterns in English are as follows:

1. Sentence Intonation: "He's a doctor." (Heavy stress on doctor; voice pitch goes down at the end of the sentence).

2. "Yes - no question" intonation: "I3 he a doctor?" (Heavy stress on doctor; voice pitch goes up at the end of the sentence).

3. "Wh - question" intonation: "What doesheid-o/lr (Heavy stress on do; voice pitch goes down at the end of thesentence). Note that the intonation contour for numbers 1 and 3 is the same. Stress and intonz on are often marked by diagrams (such as these above) in standard ESL LA:xts. In general, if the teacher uses normal English intonation, not distorting drill sentences, the students will have a model for proper intonation. In teaching a Vietnamese student to pronounce English well, it is absolutely necessary to tackle one pronunciation problem at a time, 4

3 rather than attempt to deal with all the mistakes at once. The Vietnamese speaker will make many, many mistakes as he is producing a sentence; correcting all of them at once will drive him crazy. It is pedagogically far bettnr (not to mention much less discouraging for the teacher), to teach first, say, the pronunciation of final /b,d,e, and then, as the student is working on structures or vocabulary, correct him only on this error, letting the other mistakes go for the time being. Hypercorrection is very likely to make the student so self-conscious about his pronunciation that he will become reluctant to talk at all. A word should be mentioned here about tape recorders.Unless the equipment is highly sophisticated, certain sounds, e.g., final consonants and consonant clusters will simply not be heard by the students. Another drawback is the difficulty students have in hearing and correcting their own mistakes. If tapes are used, they should only provide supplementary practice outside the classroom and should not replace direct contact with the teacher.

Arrangement of Material The lessons that fnllow are arranged, for the most part, in order of decreasing difficulty. We suggest that the hardest problems for speakers of Vietnamese be drilled first, and reviewed throughout the ESL course. However, the exercises can be used in any order convenient for the teacher. The teacher may encounter problems not included in the drills; conversely some sounds will cause no problems for some students. For further materials for drills see the M.-olio- graphy on page 50. In constructing minimal pairs (those illustrative words with only one sound difference, such as 2it and bit), we have sometimes "stretched" a vowel sound, e.g., raw, rod, rot. Also some of the vowels we have contrasted (e.g., the /z/ as in and the /I/ as in pin) may not normally be contrasted in these wqrds in your own dialect. The teacher should keep this point in mind, especially when drilling the English vowel sounds. The teacher should also keep in mind.that

5 there is no "correct" or "standard" pronunciation of American English. The pronunciation of any native speaker is, fL2 the most part, "correct" English. (Note the difference between the speech of Presidents Kennedy and Carter.) Teachers should never distort their awn natural pronunciation thinking they are somehow giving the student a "standfird" English. Many of the drill sentences, where applicable, have been taken from lessons in English as a Second Language: t New Approach for the 21st Century, published by Nodulearn, San Juan Capistrano, California. Those materials were developed by the Aduit Basic Education Program, Division of Career and Continuing Education, Los Angeles Unified School District, under a grant from the U.S. Office of Education, Department of Health, Education and Welfare.

1 The sound system of Vietnamese dealt with in these exercises, is, for the most part, the sound system of the Southern dialect. There are three dialects of Vietnamese: Northern, as represented by a native of Hanoi; Central, as represented by a native of Hue; Southern, as represgInted by a native of Saigon. While there are somm phonological differences, for simplication, we have used the Siagon dialect as our "standard".

5 METHODOLOGY HINTS

Teaching Problem Sounds

We mentioned earlier that the problem sounds arethose which do not occur in Vietnamese, or which patterndifferently in Vietnamese and English. The way to teach these sounds is to tacklethem one by one, first teaching the studentto distinguish aurally sounds that are phonetically similar(if such sounds do not exist inVietnamese), then teaching him how to pronounce each sound. For example, Lesson Six deals with final/0/* as in 'eye', as in 'ice', and /z/ as in'eyes'. The Vietnamese student will not hear the final consonantsand must be taught the difference between 'eye' and 'ice' and'eyes'.

PROTOTYPE LESSON A perception is to get I. The first step in teaching these problem sounds your student to recognize thecontrasts. This can be done in a number of ways. One way is to make up a set of visuals whichillustrate the words 'eye', 'ice', and 'eyes'.Hold up the picture of an 'eye' and say 'eye', hold up the pictureof some 'ice' and say 'ice', hold up 'eyes' and so on. the picture of some 'eyes' and say 1

2. At this point, the teacher concentrates on thethree sounds separately. Students listen as the teacher repdats groupsof words containing the target sounds.

/0/ knee,eye, pea, lay, saw /s/ niece,ice,peace, lace, sauce /z/ knees,eyes,peas, leis, and saws

* The symbol /0/ represents the absenceof a sound when contrasted with the presence of a sound such as eye/0/, ice /s/, eyes /z/ or row/0/, robe/b/, rope /p/.

6 3. Now listen to the contrast. Students again only listen as the teacher pronounces groups of minhmal pairs (Iwords which differ in one sound only). This should be done several times.

A /0/ /s/ /z/ knee niece knees eye ice eyes pea peace peas lay lace leis saw sauce saws

Teacher asks students if they can hear the difference.

4. Now the teacher asks the students to identify the sounds. The problom sounds can be writ:An on the blackboard, each with a corresponding number. /0/ /s/ /z/

1 2 3

If the final sound is /0/, the student should say number one; if the final sound is /s/, number two; if the final sound is /z/, number three-. (With this type of drill, the students can also be asked to hold up one finger for /0/, 2 fingers for /s/, 3 fingers for /z/, etc'.) A:variety of words can be used here. It is not essential to use minimal pairs. In fact, more common vocabulary items might easily be substituted, but be sure the student knows to listen only for the sound in final position. Teacher pronounces 'new', and students respond with one; 'price', students say two; 'buzz', students say three, etc. This drill should be done chorally with the entire class until the students feel comfortable answering. Then individual students can be called upon.

.5. Summary or generalization. Ask the class how 'niece', and 'knees' differ. Here the teacher might show the class how to differentiate between-voiceless

7 /s/ and voiced /z/ by holding his hands on his throat over his vocal chords. He can also make the voiced/voiceless distinction by asking the students to hold their hands over their ears and prnnounce fuss/ fuzz elongating the final sound. Do you hear the 'buzz' when you say the second word? A great deal of time need not be spent on this type of analysis, but sometimes, especially with adults, such an explanation may be helpful.

6. Thus far words have been presented in isolation. Now students can be drilled in perception of problem sounds in short sentences. This is very important, for when the student is confronted with spoken English, he must be able to distinguish between sentences such as "His knee was a problem" vs "His niece was a problem." These minimally contrastive sentences also give the student practice with stress and intonation patterns. Teacher: Tell me if the following sentences are the same or different. (Make sure the student understands the meanings of 'same' and 'different'.)

a. He hit his knee. b. He hit his knees. (Students: Different).

a. The price is expensive. b. The price is expensive.

(Students : Same).

a. What gorgeous lace! b. What gorgeous leis!

(Students : Different). etc. A variation of this exercise would be to ask the class which of the following sentences are the same, numbers 1, 2, or 3.

a.(1) I need the sauce. (2) I need the saws. (3) I need the sauce. (Students answer L and 3). etc.

8 Production

Once your students can hear the difference between final /0/, /s/, /z/, they are ready to practice producing these sounds. 1. a. Teacher models the words in list A (knee, Ect, ma, lay, saw). The class repeats in unison. If the class is small, it is possible for the teacher to spot mistakes made by individual students during choral repetition. If the class is Large, the teacher can call on small groups to respond. After the class has had sufficient practice, the teacher can check the performance of individual students.

b. Teacher'pronounces words in list B (niece, ice, peace, lace, sauce). Students repeat, chorally, then individually.

c. Teache pronounces words in list C (knees, 2111, leis, si:ws).. Students repeat in unisen. Teacher calls on individuals to rep_lat. The contrastive aad non-contrastive sentences which follow can be drilleC in much the same way as the minimal pairs. The backward buildup technique used in the first contrastive sentences provides practice for intonation patterns. sauce. saws. the sauce. the saws. I need the sauce.1 I need the saws.

Some Further Teaching Hints

1. Pronunciation problems should be dealt with in the context of real language. In constructing other drills, make sure your minimal pairs and minimal sentences are possible (and plausible) in English.

2. Use natural rhythm and intonation when drilling pronunciatian. Don't slow down or over enunciate or drag out words and sentences. It is important that you model normal English if your students are to learn to pronounce English correctly.

PROTOTYPE LESSON B.

The preceding prototype lesson has dealt with problem soune.2 which the student can neither hear nor produce. Lessons 1 and 2 present another type of interference in that the student will be able to hear the

1 0

9 sound but he will not be able to produce it. For example, Lesson 1

drills final /p tk/. Discrimination exercises found in Prototype / Lesson A are not necessary here. The student can hear final /pItjk/ but will have difficulty pronouncing these sounds. The teacher should model the list of words ending in final /p/ and have these students repeat these words. Next, move on to the backward build-up sentence and then practice the other illustrative sentences.The sane procedure should be used for final /t/ and /k/. In the preceding pages wc have offered prototype teaching strategies and lessons to deal with pronunciation difficulties which the Vietnamese learner of English will have to overcome. How- ever, the individual teacher will undoubtedly want to tailor these drills (adding -o them, emphasizing some problems more an others) to meet the needs of his particular group of students.

10 TABLE OF CONTENTS

PRONUNCIkTION LESSONS

Lesson 1 Final /p,t,k/ 12 Lesson 2 Final /m,n,g/ . 14 Lesson 3 Final /0,b,p/ 16 Lesson 4 Final /0,d,t/ 17 Lesson 5 Final /0,g,k/ 18 Lesson 6 Final /0,s,z/ 19 Lesson 7 Final /1,n/ 20 Lesson 8 Final /O,r/ 21 / Lesson 9 /s,N/ 22 Lesson 10 /f,p/ 23 Lesson 11 Final /b,p,v/ 4....24 Lesson 12 Final Consonant Clusters: Consonant 418/ and Consonant +/z/ 25 Lesson 13 Fine! Consonant Clusters: Consonant +/t/ and Consonant +/d/ 27 / Lesson 14 /E,74/... 29 Lesson 15 /z,j/ 30 Lesson 16 /d,z,a/ 31 Lesson 17 /t,s,e/ 32 Lesson 18 Initial Consonant Clusters: /s/ + Other Consonant 33 Lesson 19 Initial Consonant Clusters: Consonant +11/ and Consonant +/r/ 35 Lesson 20 Initial Consonant Clusters: /s/ + Consonant Cluster 37 Lesson 21 Final Consonant Clusters: /r/ + Consonant and /1/ + Consonant 38 Lesson 22 Other Final Consonant Clusters 41 Lesson 23 Final Consonant Clusters: Three-Consonant.Clustera 43 Lesson 24 /iy,I/. 45 Lesson 25 /I,E,eel 46 Lesson 26 las,coal 47 Lesson 27 /uw,u/ 48 Lesson 28 /9,u/ 49

11 5

LESSON ONE

Final /p,t,k/

/-p/

pup rope cap sheep mop

the shop. in the shop. The cop is in the shop.

Put it on top of the map. Keep the pup away from the rope. Sip from this cup.

/-t/

sat wrote bite hat date

the hat. off the hat. the cat off the hat. Get the cat off the hat.

The rat was fat. Kate wrote a note to Pat. Sit in the right seat.

/-k/

take sick back woke make

a cake". bake a cake, Did yoW-bake a cake?

Pack tha blaCk SaCk. Nick went back to the lake. She woke up sick..

12 13 Language Notes

Final /p/ as 10 / ls in 'hat', end /k/ as in 'back' will be heera *mese student; the problem her is

one of preeigeStio /p, t,k/ are always unrelea Vietnamese, whammas in-English, they are usually released', i.e.; the speech organs move apart to release a sound.yhe unreleased Vietnamese counterparts of the sounds pronounced'in English words will simply not be heard by Americans, and will Rive the impression of not having been pronounced at all.*

Teaching Notes

This exercise follows Prototype Lesson B. Remember, as we mentioned in the introduction, only one sound should be drilled at a time, In this lesson we are concerned with final 2, t, and k; other pronunciation errors should not be corrected ai this time.

13 LESSON TWO

Final /m,n,13/

/-m/

ham gum time come dime

gum. some gum. Do you have some gum?

Our team won the game. It's time to go home. I'm fixing a ham for Tim.

/-n/

gone ran son ten phone

the phone. ran to the phone. Ben ran to the phone.

Marianne got a fine tan on vacation. Have you seen my pen? John needs an aspirin for his pain.

/-13/

sing rang king hang wing

sing. she sing. How long did she sing?

The king rang the bell. Are you going to buy the ring or somethingelse? The young bird broke its wing.

14 Language Notes

Final /m/ as in 'gum', /-n/ as in 'sun', and/-10/ as in wrong' will be heard by the Vietnamese student; the problem here is in the production of these nasal sounds. In Vietnamese, final are very short. Longer final nasals will be better

117 S Americans.

Teaching Notes

This exercise follows Prototype Lesson B.

15 LESSON THREE

Final /0,1),p/

/0/ /-b/ /-p/

rOW robe row; cop' caw . cob low lobe lope saw sob sop na mob mop

a robe. a rope. a long robe. a long rope. It's a long robe. It's a long rope.

'It's a yellow cab. It's a yellow cap. What a noisy pub! What a noisy pupl You'll find a mob in the store. You'll find a mop in the store.

1. I'll have a rib-eye steak and corn-on-the-cob. 2. The Arab wore a long robe. 3. I have a rip in my cape. 4. We saw a row of low buildings.

Language Notes

/b/ as in 'robe' does not exist in final position in Vietnamese. The Vietnamese speaker.must be taught to distifiguilh-betveen''row' and 'robe'. In addition, when he does hear the final consonant and attempts to produce it, /b/ will be confused with /p/ as in

1 1 rope .

Teaching Notes

This exercise follows Prototype Lesson A. 17

16 LESSON FOUR

Final /0,d,t/

/0/ /-d/ 1-t/

row road wrote

may made . mate bay bayed bait knee need neat tie tide tight

a cot. a cod. a small cot. a small cod. It' small cot. It's a small cod.

Jitu hit the ball. Jim hid the ball. She let me into the office. She led me into the office. The bay was muddy. The bait was muddy.

1. I need to write a letter to Ed. 2. The heavy load made a hole in the road. 3. May I borrow your bright tie? 4. I didn't lose weight on the fad diet.

Language Notes

/d/ as in 'need' does not occur in Vietnamese. The Vietnamese speaker.must be taught to distinguish between 'knee' and 'need'. In addition, when he does hear the final consonant and attempts to produce it, /-d/ will often be confused wiLn /-t/ as in 'neat'.

Teaching Notes

This exercise follows Prototype Lesson A.

17 LESSON FIVE

Final /0,glia

/0/ /-8/ /-g/ /-k/

Lee league league leak

law log sag , sack baa bag bag back row rogue Pig pick caw cog nag knack

a league. a leak. a major league. a major leaU. This is a major league. This is a major leak.

Take it out of the bag. Take it out of the back. We're facing a lag in production. We're facing a lack in production. There's a stag in the woods. There's a stack in the woods.

1. Ask Lee to lock theback door. 2. A duck sat on a login the lake. 3. Is the farmer's pigsick? 4. That bag of ice hasa leak.

Language Notea

/g! does not exist in final position in Vietnamese. The Vietnamese speaker must be taught to distinguish between 'law' and 'log'.In addition, when he does hear the final conscnant and attempts to-produce-it;-bilfwill-often be confused with Pak/ as in 'lock'.

Teaching Notes

This jesson has a somewhat different arrangementi_from.theothers because, / meaningful three-way contrasts for final/0,g,k/ are difficult-to find.. For the most part, the format follows Prototype Lesson A. First drill the discrimination and production of final /0,g/. Next, drill the discrimination and production of final /g,k/. Then proceed to the backward buildup and other sentences.

18 19 LESSON SIX

Final /0,131z/

10/ /-s/

knee niece knees eye ice eyes pea peace peas lay lace leis saw sauce saws

sauce. saws. thesauce. thesaws. need thesauce. I need thesaws.

We saw the place. We saw the plays. Did you bring back any lace? Did you bring back any leis? His knee gave him trouble. His niece gave him trouble. That's a good price. That's a good prize.

1. He hit his knee on the ice. 2. She uade a sauce for the peas. 3. The first prize was a buzz saw. 4. What's new in the news?

Language Notes

/s/ as in 'ice' and /z/ as in 'eyes' do not occur in final position in Vietnamese. The student will not hear the final sound of these words and must be taught to distinguish between 'eye' and 'ice'Peye' and 'eyes'.

Teaching Notes

This exercise follows.Prototype Lesson.A.

2 0

19 LESSON' SEVEN

Final /1,n/

/-n/ /-1/

pin pill main mail dean deal fine file bin bill

a coin. a coil. a copper coin. a copper coil. It's a copper coin. It's a copper coil.

You can dine for a few dollars. You can dial for a few dollars. We bought some cane at the market. We bought some kale at the market. Did she call him? Did she con him?

1. You'd be a fool not to sign the deal. 2. Did the mailman deliver the telephone bill? 3. Don bought a doll for Gail. 4. You look pale. Are you in pain?

Language Notes

Final /1/ as in 'pall' does not occur in Vietnamese. It will be confused with final /n/ as in 'pawn'.

Teaching Notes

This exercise follows Prototype Lesson A.

20 LESSON EIGHT

Final /0,r/

/0/

die dire tie tire my mire row roar go gore

tie. tire. an old tie. an old tire. It's an old tie. It's an old tire.

1. My back is so sore today. 2. Do you care if I borrow your car? 3. My last name is Myer. 4. He tore a muscle in his toe.

Language Notes

Final /r/ as in 'tire' will simply not be heard. 'Tire' and 'tie' will sound alike.

Teaching Notes

Due to certain restrictions in the. English language, it is difficult to develop minimal sentences contrasting /0/ and final/r/. Here the teacher might want to emphasize minimal pairs and provide more non-contrastive sentences. This exercise follows" Prototype Lesson A.

2 2

21 1.1-'!SSON NINE

/8/

sack shack -sive shaVe fasten ' fashion gas gadh lease leash mass mash

seat. sheet. my seat. my sheet. It's my seat. It's my sheet.

She's sewing her dress. She's showing her dress. They had many classes. They had many clashes. They lost the lease. They lost the leash.

1. a. Will they raise the price of gas? b. If they do, he will lose his lease.

2. a. Do you have sour mash whisky from Tennessee? b. No, but I wish this whisky was.

3. a. They made a mess.in chemistry class. b. I saw the smashed dishes.

She sells seashells by the seashore. She shells Seashells by the seashore. .

Language Notes

Final /s/ as in 'lease' and /g/ as in 'leash' do not-occur in-Vietnamese., Students also seem to have problems with these in initial and medial positions.

Teaching Notes

This lesson follows Prototype Lesson A.

------Tiongue twisters, like "She sells seashells . . ." can be fun_ for both' the teacher and students. Also, it may be reassuring foi_the student to realize that the sounds te is working so hard to master can also be difficnit for the native speaker in contexts such.ai these Tongue twisters should. only be Used-after the student has achieved:Mastery of the problem sounds. 22 23 LESSON TEN

If,p/

/f/ /p/

fan pan , fat pat feel peel sniffing snipping wife wipe.-

fair. pear. a big fair. a. big pear. It's a big fair. It's a big pear..

I have a small fig. I have a small pig. Hand me the file. Hand me the pile. It's a little puffy. It'sra little puppy. Did you get a whiff? Did you get a whip?

1. a. Did you have fish for supper? b. No, we had pig's feet.

2. a.Who paid the fine? b. Philip's wife did.

3. a. - Did you have a cup of coffee? b. No, Paul's coffee is awful!

Language Notes

1. /p/ asin 'pan' is non-existent in Vietnamese, except in foreign words suchas 'ping pong'.

2. /f/ asin 'laugh' does not-occur in final position in 'Vietnamese. It will beconfused with unreleased /-p/.

4 Teaching Notes

This exercise follows Prototype Lesson A.

2 4

23 LESSON ELEVEN

Final /b,P,v/

/-b/ /-p/ /-v/

cab cap calve robe rope rove swab swap suave . lib lip live

Did he leap through the window? Did he leava through the window? This cape is cold. This cave is cold.

1. We took a cab to the pub. 2. I broke a rib in the tub. 3. Will you swap a map for a book? 4. Chip bit his lip. 5. Did you save enough to live alone? 6. Leave the boat at the cove.

Lanmage Notes

/-b/ as in 'robe' does not occur in final postition in Vietnamese; It will be confused with final /p/ as in 'rope'. /-p/ as in 'top' does not exist in Vietnamese, except in foreign words such as 'ping-pong'. It will be confused with /-b/ as in 'tab'.

Final /v/ as in 'suave' does-not exist in Vietnamesew -It-will be confused-: ... with final /p/ as in 'swap' or final /b/ as in 'swab'.

Teaching Notes

- This exercise-followa Prototype Lesson A. A

24 LESSON TWELVE

Final Consonant Clusters: Consonant 4/s/ and Consoniniar

fit/fits It fit/fits theiwy.. hit/hits BA hit/hits,the-balLeveri,.tiMC. cat/cats The vat/cats chasedthe'i,ati boot/boots She forgot:hei400t/004i:2-

bar/bars , The bar/bara,cloSeCea chair/chairs Be-soldthe:chaiOcha4 picture/pictures Wpainted.l.thee:tAntnfp-, sister/sisters My sister/siste0i:fila

A. 1. /-ps/ -cup/cups shoO/shops type/types map/maps

2. /-ks/ like/likes SaCk/Sacks- duck/ducks lake/lakes

/-fs/ cuff/cuffs laugh/laughs

cough/coughs , giraffe/gireffet'

14 /-es/ path/paths death/deaths bath/baths myth/myths 1

B. 1. /-bz/ cab/cabs knob/knobs mob/mobs bib/bibs

2. /-dz/ bed/beds need/needs kid/kids read/reads

3. /-gz/. bag/bags leg/legs dig/digs mug/mugs

4. /-vz/ love/loifei give/gives olive/olives save/saves

1-3z/ bathe/bathes lathe/lathes clothe/clothes breathe/breathes--

6. /-1z/ call/calls 41,14e/Opple.s . ball/balls doll/dolls

7. /-mz/ swim/swims come/comes

lime/limes . jam/jams-

. _ /-nz/ son/sons run/runs .pan/pans phOne/phones

/-13z/ king/kings gang/gangs wing/wings sing/sings larjmagealpits

F:Lial consonant clusters as in 'cups' do not exist in Vietnah...4se. Tbe Vietnamese speaker will tend to drop at least one of the final consonants.

Teaching Notes

We have provided sample words ending in final consonant clusters, with C+/s/ as in 'cups' and C+/z/ as in 'gives'. Final consonant clusters involve grammatical problems in addition to phonological ones. In English, regular plurals (cat - cats) and third person singular verbs (I like - he Aikes) are formed byadding /-s/ or /-z/ to the end of words, thereby creating final consonant clusters. Contrasts like 'cab/cabs' and 'laugh/laughs' have been provided to drill such differences. It is important that the teacher practice only one consonant cluster at a time. Minimal pairs should be drilled first, followed by minimally contrastive or non-contrastive sentences. We hive included sample sentences taked ftom the full varietyof.possible clusters. It is up to the teacher to provide further examples. Because of the length of this exercise, the teachermight find it more practical to divide the lesson intosmaller units, and spend several class periods drilling these sounds.

2 7

26 LESSON THIRTEEN

Final Consonant Clustetrs: Consonant ilt/ and Consonant 4/d/

/-pt/ hope/hoped The farmers hope/hoped for rain. develop/developed They develop/developed the film in four days. type/typed I type/typed sixty words a minute. stop/stopped We stop/stopped by the store after work.

/-nd/ listen/listened We listen/listened to the records. dine/dined They dine/dined _out every. weekend. open/opened :%e door was open/opened,_ sign/signed We sign/signed the document.

A. 1. /-kt/ like/liked look/looked bake/baked pick/picked

2. /4t/ watch/watched match/matched pitch/pitched latch/latched

/-ft/ cough/coughed whiff/whiffed laugh/laughed goof/goofed

/-6t/ froth/frothed

/-st/, miss/missed pass/passed promise/promised prectice/practiced

6. /-It/ push/pushed punish/punished wash/washed vanish/vanished

B. 1. /-bd/ rob/robbed sob/sobbed bribe/bribed rub/rubbed

2. /-gd/ beg/begged mug/mugged sag/sagged nag/nagged

3. /-Id/ damage/damaged age/aged rage/raged rummage/rummaged

.4. /-vd/ live/lived heave/heaved save/swed slave/slaved

15. /-8d/ smooth/smoothed teethe/teethed soothe/soothed clothe/clothed

6. /-zd/ use/used raise/raised close/closed. refuse/refused

7. /71d/ mail/mailed fill/filled kill/killed fool/fooled

6. 1-md/ seem/seemed climb/climbed name/named bomb/bombed

27 28 9. /-r3d/ bang/banged wing/winged hang/hanged clang/clanged

10. /-rd/ order/ordered fear/feared answer/answered roar/roared

Language Notes

Final consonant clusters as /-ft/ in'laughed' do not exist in Vietnamese. The speaker of Vietnamese will tend todrop one of the consonants.

Teaching Notes

We have provided sample words ending in final consonant clusters, with C-1-/d/ as in 'seemed' and with C-E/t/ as in'hoped'. Final consonant clusters involve grammatical problems inaddition to phonological ones. The English regular riast tense is formed by adding /-d/ or /-t/ to the end of words, thetsby creating final consonant clusters. Contrasts Iike 'type/typeo' and 'like/liked' have been provided to drill such contrasts. It is important that the teacher practice only one consonant cluster at a time. Minimal pairs should be drilled first, followed by minimally contrastive or noa-contrastive sentences. We have included sample sentences taken from the full variety of possible

clusters. It is up to the teacher to provide further examples. Because of the length of this exercise, the teacher mayfind it more practical to divide the lesson into smaller units, and spend several class periods drilling these sounds.

2 9

28 LESSON FOURTEEN

/1/

cheap sheep cheese she's watches washes catch cash ditch dish

his chin. his shin. hit his chin. hit his shin. He'hit his chin. He hit his shin.

He's watching it. He's washing it. It's a deep ditch. It's a deep dish. She said it was chipped. She said it was shipped.

Did he cash the check? Yes, and hebought a cheap watch.

Did Charles catch the sheep? Yea, they were in theditch.

3. a. She said her stitches itch. b. Tell her she shouldn't scratch.

Language Notes

Final AV as in 'catch' afitiWg/ as in 'cash' do not occur in Vietnamese. Students also seem to have problems with these in initial and medial positions.

Teaching_ Notes

This exercise follows Prototype Lesson A.

29 LESSON FIFTEEN

/z/ /1/

zone 'Joan zest jest zealaus jealous raising raging pays page

fuzzy. fudgy. too fuzzy. too fudgy. It's too fuzzy- It's too fudgy.

He's a zealous man. He's a jealous man. I have some chains. I have some change.

1. a. John told the joke with zest. b. Jill is raging with anger.

2. a. My cousin Jim likes to visit the zoo. b. His wife Liz is crazy about the zebras.

3. a. Jake has an extra job. b. His wages don't cover his budget.

Language Notes

/2//V as in 'Joan' is non-existent in Vietnamese. It will be heard as /z/ as in 'zane'.

Teaching Notes

This exercise follows Prototype Lesson A.

30 LESSON SIXTEEN

/d,z,5/

/d/ /z/ /5/

den Zen then dither zither thither sued sues soothe ride rise writhe laid lays lathe

fodder. father. have no fodder. have no father. They have no fodder. They have no father.

He wasn't wordy. He wasn't worthy. He has a headache. Be had a headache. "D's" are bad narks. These are bad narks.

1. I'm a little under the weather. 2. Take a dose of this nedicine. 3. Sue's father sued the-Zen Buddhists. 4. David and Louise loathe new clothes.

jjEut_i_volta

as in 'then' does not exist in Vietnamese. It will be confusee with /d/ as in 'den' or /z/ as in 'Zen'.

Teaching Notes

This exercise follows Prototype Lesson A.

31 LESSON SEVENTEEN

/t,s,e/

It/ /E/ /e/

ties sighs thighs tank sank thank tick sick thick mitt miss myth bat bass bath

mouse. mouth. a big mouse. a big mouth. What a big mouse! What a big mouth!

It's a good team. It's a good theme. It's unsinkable. It's unthinkable. The pass was open. The path was open. Where's the boot? Where's the booth? He taught all day. He thought all day.

1. I thought Tom's birthday was last week. 2. Ruth is too thin. 3. Sid is singing in the bathtub. 4. Sam wants some rice. 5. Thank you for the bat and mitt.

Language Notes

/0/ as in thick' is non-existent in Vietnamese. 'Thick' will be heard as 'tick' or 'sick'.

Teachink Notes

This exercise follows Prototype Lesson A.

32 LESSON EIGHTEEN

Initial Consonant Clusters: /s/ + Other Consonant

/sp-/ /sk-/ /st-/ /sm-/ /sn-/ /s1-/ /sw-/

spin school store smoke snake sleep swim spill skill stove mmile sneeze slow sweet speech ski stay small snow slip sweater spoon sky still smooth sneak slacks sweep

the school. the stool. built the school. built the stool. He built the school. He built the stool.

I slept all day. I swept all day. The snake was cold. The steak was cold. She slipped through the door. She skipped through the door. Did you spice the cheese? Did you slice the cheese?

1. He likes to ski, swim, and skate. 2. Don't smoke in the store. 3. We slep late when school is out. 4. Sweet smells came from the stove. 5. The snow and ice made the streets-slick. 6. The small snake slithered down the path.

Language Notes

Vietnamese does not have consonant clusters. The Vietnamese speaker will tend to insert a vowel between two initial consonants, saying, for example 'suhtay' for 'stay'.

Teaching Notes

This lesson will prove most effective ifyou work on individual clusters, at first, rather than mixing them. For example, teach the students to

pronounce initial /sp/ by using the individual words shown: spin, spill, sper:ch, etc. Next, place these words in illustrative sen'tences: 'Don't srill the spaghetti sauce.'. Then, after initial /sp/ is taught,move to initial /sk/, teaching first the words, then the sentences with the initial /sk/ sound. 3 4

33 When all of the clusters have been caught, drill the minimal sentences and the non-contrastive sentences given, as in other lessons.Avoid mixing clusters until all clusters have been taught.

3 5

34 LESSON NINETEEN

Initial Consonant Clusters: Consonant +11/ and Consonant 4/r/

/b1-/ /br-/

blush brush bloom broom blue brew bleach breach

/g1-/ /gr-/

glow grow glaze graze glass grass gloom groom

/k1-/ /kr-/

clash crash climb crime clock crock cloud crowd

/f1-/ /fr-/

fly fry flute fruit flea free flesh fresh

/p1-/ /pr-/

play pray ply pry plays praise pleasant .present

/tr-/ ar-/ dress three tree shrimp drink thread trick shred dry throat trim shrub drop through treat shriek

35 grow. glow. watched it grow. watched it glow. He watched it grow. He watched it glow.

Ma picked up the broom. We picked up the bloom. The grass was green. The glass was green. The crowd was enormous. The cloud was enormous. He bought the fruit. He bought the flute. He played for money. He prayed for money.

1. Chris drank the fresh fruit punch. 2. The cows grazed on the grass. 3. In the gloom of night, we heard a shriek. 4. The crook fled from the scene of the crime. 5. Fred ordered the ahrimp and clam platter. 6. Gloria needs some blue thread to fix the dress.

Language Notes

Vietnamese does not have consonant clusters. The Vietnamese speaker will tend to insert a vowel between two initial consonants, saying, for example, 'buhlue' for 'blue'.

Teaching,Notes

This lesson will prove most effective if you:work on individual clusters at first, rather than mixing them. For example, teach the students to pronounce /bl/ by using the words listed: blush, bloom, blue, bleach. Next, place these words in illustrative sentences: 'Don't bleach the blue blouse'.Then, after /b1-/ is taught, move on to /br-/, teaching first the words, then sentences with the/br-/ sound. When all of the clusters have been taught, drill the minimal sentences and non-contrastive sentendes given, as in other lessons. Avoid mixing clusters until all clusters have been taught. Because of the length of this exercise, the teacher may find it more practical to divide the lesson into smaller units, and spend several class periods drilling these sounds.

36 3 7 LESSON TWENTY

Initial Consonant Clusters: /0/ + Consonant Cluster

/spr-/ /str-/ /skr-/ /spl-/ /sky-I

spring street scratch splash squid spray string scram split squall spread straight scrap splendid square sprout strong scream splat squash

1. I spread the squid with a splendid sauce. 2. The squash hit the floor and split. 3. String beans and bean sprouts make a lovely spring salad. 4. A string of lights was stretched across the street.

Language Notes

Vietnamese does not have initial consonant clusters as in 'street'.

Teaching Notes

This lesson will prove most effective if you work on individual clusters, at first, rather than mixing them. For example, teach the students to pronounce initial /spr/ by using the words listed: spring, spray, etc. Next, place these words in illustrative sentences: 'Sweet peas sprout in the spring'. After /spr-/ is taught, move on to /str-/, teaching first the words, then sentences with the/str-/ sound.When all of the clusters have been taught, drill the list of sentences which incorporate these various problem sounds.

37 LESSON TWENTY-ONE

final Consonant Clusters: /r/ + Consonant and /1/ + Consonant

/-r1/ girl curl swirl twirl

/-rm/ warm arm harm alarm

/,rn/ turn warn burn corn

/-rk/ work bark fork shark

/-rt/ court shirt hurt sport

/-rld porch church lurch arch

/-rs/ horse curse purse course

/-rS/ charge barge large surge

/-rf/ surf turf wharf scarf

/-rb/ curb barb absorb garb

/-rp/ harp sharp carp slurp

/-rv/ carve reserve starve curve

/-rd/ card , hard guard board-

/-rg/ berg

/-re/ hearth forth worth birth

/-1p/ help scalp gulp kelp

/-1b/ bulb

/-1t/ belt cult felt knelt

38 3 9 /-ld/ child bold mild cold

health stealth wealth filth

/-1f/ self gulf shelf elf

/-lv/ delve solve shove valve

/-ls/ false pulse else

/-1.Z/ gulch filch mulch belch

/-11/ bulge bilge indulge divulge

/-1m/ elm helm film balm

well/wealth His well was amazing. His wealth was amazing.

bell/belt Put the bell on the Cat. Put the belt on the cat.

bar/barn What a drafty bar. What a drafty barn.

car/cart Did they come in the car? Did they come in the cart?

war/warm He worked in a war factory. He worked in a warm factory.

Language Notes

Vietnamese does not have final consonant clusters asin 'film' and 'cold'. The Vietnamese speaker will tend to drop atleast one of the final

consonants.

4 0

39 Teaching Notes

We have provided sample words ending in final consonantclusters, with /1/ or /r/ plus consonanZ as in 'help' and'hurt'. It is important that the teacher practice only one consonant cluster at a time. The individual words should be drilled first, followed by illustrative sentences. For example, drill words endi4g in final /r1/: girl, swirl, curl, twirl. Next plac- -nese words in sentences: 'Did the girl curl her hair?', etc.After /-r1/ has been taught, move on to /-rm/ and so on. Wben all of the clusters have been dealt with, the contrastive sentences at the end of the lesson may be practiced. Because of the length of this exercise, the teacher may find it more practical to divide the lessoninto smaller units, and spend several class periods drilling theseproblem

sounds.

40 Other Final ConSonant Clusters

/-sp/ wasp gasp clasp grasp

/-sk/ ask mask task dusk

/-n9/ month seventh ninth tenth

/-mp/ camp damp stamp lamp

/-mf/ nymph lymph

/-13k/ think shrink link drink

/-0/ length strength

eighth

/-del width breadth

/-p9/ depth

/-f0/ fifth

I-al inch lunch branch ranch

/-4/ range change strange arrange

1. I'll ask Frank to lunch. 2. Can you arrange for a change in schedules? 3. What's the length, width, and depth.pf'the pool? 4. His task every month is to think of. new-prograts... 5. I saw a strange.nymph in the damp swamp.

Language Notes

Vietnamese does not have final consonant clusteri as ire"task'. The Vietnamese speaker will tend to drop at least,one. oUthe final consonants. 4 2

41 Teachiniz Notes lie have provided sample words ending in final consonant clusters such as/=mp/ in 'camp' andiLn3/ in 'change'. It is important that the teacher practice only one consonant cluster at a time. For example, teach final /sp/ first by drilling individual words (wasp, gasp, etc.) and then placing these words in sentences: 'The wasp bit me'. Then move on to final /sk/, etc. It is up to the teacher to provide illustrative sentences. After all clusters have been practiced, the teacher can then move on to the random sentences listed at the end of the lesson.

42 LESSON TWENTY-THREE

Final Consonant Clusters: Three-Consonant Clusters

1. /-rnt/ burnt aren't weren't

2. /-rst/ forced cursed firat thirst

3. /-rks/ works parks forks sharks

4. /-Ijks/ links sinks thinks drinks

Other possibleclusters: CCC#

/-mpt/ attempt /-r0s/ ' /-rm9/ warmth /-nOs/ labyrinths /-kse/ sixth i.strengtha /-dst/ amidst /-dOs/ widths 1-10/ twelfth /-tes/ eighths LI? /-z3st/ amongst /-lfs/ elf's /-lft/ Delit /-rfs/ turfs /-lpt/ gulped /-mfst nymphs /-rpt/ exerpt /-pes/ depths /-mpt/ cramped /-fes/ fifths /-spt/ gasped /-lbd/ bulbed /-rkt/ markea /-rbd/ garbed clanked /-lvd/ shelved munched 1-rvd/ deserved squelched /-1md/ calmed /-skt/ risked /-rmd/ harmed /-rft/ dwaifed /-rnd/ warned /-nft/ triumphed /-rld/ world- /-1st/ convulsed /-nzd/ bronzed /-nst/ ,'anced /-lbz/ bulbs /-pst/ eclipsed /-rbz/ herbs /-kst/ waxed /-1dz/ fields /-rgt/ marched /-rdz/ -guards unearthed /-nds/ hands /-lps/ alps /-lms/ films /-rps/ chirps /-rmz/ farms /-mps/ jumps /-1nz/ filns /-sps/ gasps /-rnz/ learns /-lks/ elks /-ilz/ girls /-sks/ tasks /-lvz/ elves /-lts/ adults /-rvz/ starves /-rts/ shirts /-rgz/ bergs /-nts/ pants /-lgt/ squelched /-mts/ tempts /-rgt/ starched- costs /-ng.t/ drenched /-pts/ corrupts /-r4d/ urged /-kts/ attracts arranged /-fts/ rafts 1. .Thanks for the new shirts and pants. 2. Aren't you going to see the films first? 3. There are many elks in our national parks. 4. Flower farms have fields full of bulbs.

Language Notes

Vietnamese does not have final consonant clusters such as /-rnt/ in 1 weren't'. The speaker of Vietnamese will tend to drop at least one of the final consonants.

Teaching Notes

We have provided sample words ending in three consonants.Many of the other clusters we have listed do not occur frequently in English, and the teacher may want to select those which will be most useful to the students. But remember, whichever sounds you choose, you should concentrate on one consonant cluster at a time, first in individual words and then in illustrative sentences.

4 5

44 LESSON TWENTY-FOUR

/iy,I/

/iy/ /I/

sheep ship eat it scene sin leave live reach rich

asheep. a ship. a big sheep. a big ship. It's a big sheep. It's a big ship.

We took the lead. We took.the lid. He's sleeping. He's slipping. Can you feel it? Can you fill it?

1. a. Is tuis drill difficult? b. No, it's easy.

2. a. How many figs did you eat? b. I didn't eat any. I ate peaches instead.

3. a. I need a dish for the meat. b. Can you reach it?

Language Notes

/I/ as in 'ship' does not exist in Vietnamese. It will be confused with /iy/ as in 'sheep'.

Teaching Notes

This exercise follows Prototype Lesson A.

4 6 LESSON'TWENTY-FIVE

/I,6,8e/

tEl /83/

pin' pen pan big beg bag pick peck pack sinned seLu sand Jim gem jam

bet. bat. the bet. the bat. He won the bet. He won the bat.

We saw the men. We sew the man. I need a pin. I need ellen:. I don't understand this myth. I dohI t understand this.math.. The chimp pleased the crowd. The champ pleased the erawd.

1. a. My tank is empty. b. You better get gas fast.

2. a. Let's get a ham sandwich. b. No, Jim said the bread was bad.

3. a. Did Dan get his check? b. Yes, then he cashed it at the bank.

4. a. Ben picked up a gem in the'sand. b. He hid it in a big sack.

Language Notes

'A/ as in 'beg' is"non-exiStant in Vietnamese; it will'heColifused With /A5/ as in 'bagor /I/ as in 'big'.

Teaching Notes

,.Thiaexercise follows Prototype Lesson AL.

46 LESSON TWENTY-SIX

/6/ /a/

add Ed odd

band . bend bond axe ex , ox can Ken con rack wreck rock

sack. sock. a brown sack. a brown sock. It's a brown sack. It's a brown sock.

He avoided a wreck. He avoided a rock. He made a big racket. He made a big roCket. She was very bland. She was very blond. Step over here. Stop over here:

1. a. Where's the black cat? b. It's under Ed's cot in the den.

2. a. Did you pack your floppy black hat? b. No, you can't pack a hat in a knapsack.

3. a. Stan dropped the can of pop. b. Ken, get me the mop.

Languagig Notes

/all/ as in 'add' does not occur in Vietnamese. It will be confused with /e/ as in "Ed', /a/ as in 'odd'.

Teaching, Notes

This exercise follows Prototype Lesson A.

4 8

47 LESSON TWENTY-SEVEN

/uw,u/

/uw/

pool pull fool full suit soot 'cooed could Luke look

Yes, she coced. Yes, she could. The suit was black. The soot was black. She stewed it for an hour. She stood it for an hour.

1. a. What's Sue doing? b. She's looking for her boots.

2. a. Would you put on this suit? b. I would, if I could.

3. a. Should I clean the pool? b. The sooner you do it, the better.

tanguage Notes

/u/ as in 'pull' does not occur in Vietnamese. It will be heard as /uw/ as in 'pool' or Aa/ as in 'pup'.

Teaching Notes

This exercise follows Prototype Lesson A.

4 9

48 LESSON TWENTY-EIGHT

/a/ /u/

buck book luck look rz.tt put tuck took cud could

bucks. books. two bucks. two books. Lend me two bucks. Lend me two books.

Putt it into the hole. Put it into the'hole. He lucked out. He.looked out. I read about Mr. Huck. I read abOut Mt. Hook.

1. a. How much did the book cost? b. It cost a couple of bucks.

2. a. What's cooking? I'm hungry. b. Chuck's fixing a good lunch.

3. A. The fudge pudding looks good. Yes, but you could put on weight byeating too much.

.Language Notes

/U/ as in 'book' does not exist in Vietnamese. It will be heard as le/ as in 'buck' or /uw/ as in 'pool'.

Teaching Notes

This exercise follows Prototype Lesson A.

50 49 BIBLIOGRAPHY

The following books are a sampling of materials that you will find useful:

( Bowen, J. Donald, Patterns of English Pronunciation. Rowley, Mass.: Newbury House, 1975.

For any level students, a graded presentation of the sounds of English, first individually, then in combinations. Numerous exercises, usable transcription system.

Campbell, Russel N. English for Vietnamese Speakers: Vol. I (Pronunciation). Southeast Asian Regional English Project, University of Michigan, 1960.

A detailed set of lessons dealing specifically with pronunciation problems of Vietnamese speakers learning Ehglish, accompanied by notes on phonetics and methodology for the teacher. This document may be ordered pre-paid from ERIC Document Reproduction Service (EMS), Computer Microfilm International Corp., P. 0. Box 190, Arlington, VA 22210. Please use ERIC reference number (ED 112 657) when ordering. Microfiche $0,83, Hard Copy $8.69, Postage $0.45.

English Language Services. Drills and Exercises in English Pronunciation. (Consonants and Vowels; Stress and Intonation, Parts 1 and 2) New York: Collier MadMillan International Inc., 1975. Tapes.

Intended for secondary school or adult students at any level. Consonants and Vowels provides basic drill_material oo all the individual sounds and the more important combinations of sounds. Stress and Intonation. Part 1 introduces word and word combina- tion stress, and the study of intonation in ordinary speech patterns. Part 2,-includes drills concerned ueinly with non- emphatic phrase stress, and phrase stress and intonation for contrast and emphasis.

Nilsen, Don L.F. and Alleen Pace Nilsen. Pronunciation Contrasts in English. New York: Regents Publishing Co., 197.-ir

A collection of lists of minimal pairs, with each list labeled for languages in which the contrast doesn't exist. The minimal pairs are subdivided into initial, medial, and final position when relevant. The introduction gives a briefing on phonetics, some sample exercises, and instructions-on-hai-Ea use the baare.-----

50 51 Prator, Clifford H., Jr. ar.d Betty Wallace Robinett. Manual of American English Pronunciation. 3rd ed. New York: Holt, Rinehart and Winston, Inc., 1972.

Intended for intermediate-advanced adult students. Lessons deal with the phonetic alphabet, classification of vowel and consonants, stress and intonation, consonant substitu- tions, consonant clusters, and spelling and vowel sounds. Includes a great deal of transcribed material with intonation and stress markings.

Vietnamese - American Association. Supplementary Pronunciition Drills for English for Today.

English for Today is the series of.ESL books used id-secondary schools in Vietnam. (It is based on, but is not the same sp, the McGraw-Hill series English for Today;) These .suppleiiel,xtary drills are lists of minimal pairs dealing with problemareas. for Vietnamese speakers. This document.may be ordered,pre-paia from ERIC Document Reproduction Service (ERDS), CoMputer,Micro- film International Corp., P.O. Box 190, Arlington,.VA..22210. Please use ERIC reference dumber (ED 112056) Oen ordering. Microfiche $0.83, Hard Copy $7.35, Postage $0.45. -